European Journal of English Language Teaching最新文献

{"title":"EFL TEACHERS' PERCEPTIONS AND REPORTED TECHNIQUES IN TEACHING LISTENING INFERENCING SKILLS","authors":"Ly Ngoc Minh Thu, N. H. Quan, Nguyen Trung Cang","doi":"10.46827/ejel.v8i1.4681","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4681","url":null,"abstract":"This research aims were to examine teachers’ perceptions of listening inferencing skills (LIS) and their significance for listening comprehension. In addition, the pedagogical techniques that teachers report to have employed in teaching LIS were also investigated. In order to achieve these goals, a questionnaire consisting of 48 five-point Likert scale items and one open-ended question was utilized as the research instrument. Seventy-two EFL teachers working at different universities, colleges and private language centres in a province in the Mekong Delta, Vietnam gave their responses to the questionnaires. The results revealed that a significant number of teachers appeared to hold a limited understanding of what LIS actually refer to. However, when they were introduced to what LIS involve, they noticeably reached the agreement that these skills are beneficial for listening comprehension in particular and language learning in general. Besides, a large number of the participants also reported that they applied LIS in their own English language learning and teaching. In terms of pedagogical techniques used to teach LIS, the teachers mainly concentrated on pre-listening tactics with the hope of equipping their students well for the listening process regarding linguistic and background knowledge while techniques for the while-, post- and extension stages in listening instruction seemed to be overlooked.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122747767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HIGH SCHOOL EFL TEACHERS’ CHALLENGES OF USING CULTURAL CONTENTS IN THEIR TEACHING PRACTICES / THÁCH THỨC CỦA GIÁO VIÊN TIẾNG ANH TRUNG HỌC PHỔ THÔNG TRONG VIỆC SỬ DỤNG NỘI DUNG VĂN HÓA TRONG GIẢNG DẠY","authors":"Pham Thai Tran, Võ Thị Mai Hương","doi":"10.46827/ejel.v8i1.4669","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4669","url":null,"abstract":"Integration and globalization require people an ability to use foreign languages, especially English. The new context may change the way English is taught. In practice, teaching English includes not only the basic skills of language but also intercultural communicative competence. However, the integration of cultural contents into teaching English can face many challenges. Those difficulties can influence the quality of English training both in terms of students’ studying results and their real-life communicative competence. These two factors are influenced by the way students have been equipped. Therefore, an investigation into teachers’ challenges in using cultural contents in the teaching process is necessary to improve the quality of teaching and learning English. This research was conducted to explore teachers’ challenges in teaching culture. Data was collected by delivering five points-Likert questionnaires to 84 teachers and interviewing 10 teachers with semi-structured interviews. The age range of most participants distributed from 20-40 years old and the average of experience years was about 10 years. The results indicated that most teachers faced challenges in using cultural contents as limitation of time, lacking cultural knowledge and culture teaching pedagogy methods. The contents of the textbook and students’ attitude toward culture learning were also difficult for teachers. It is recommended that educational managers should put cultural contents in a similar position to other basic skills while developing curriculum and teachers need to be trained in pedagogy skills for teaching culture in English class effectively.Hội nhập và toàn cầu hóa đòi hỏi con người phải có khả năng sử dụng ngoại ngữ, đặc biệt là tiếng Anh. Bối cảnh mới có thể thay đổi cách dạy tiếng Anh. Trên thực tế, việc giảng dạy tiếng Anh không chỉ bao gồm các kỹ năng cơ bản về ngôn ngữ mà còn cả năng lực giao tiếp liên văn hóa. Tuy nhiên, việc lồng ghép các nội dung văn hóa vào giảng dạy tiếng Anh có thể gặp nhiều thách thức. Những khó khăn đó có thể ảnh hưởng đến chất lượng đào tạo tiếng Anh cả về kết quả học tập và năng lực giao tiếp thực tế của sinh viên. Hai yếu tố này chịu ảnh hưởng bởi cách học sinh đã được trang bị. Vì vậy, việc tìm hiểu những thách thức của giáo viên trong việc sử dụng các nội dung văn hóa trong quá trình dạy học là cần thiết nhằm nâng cao chất lượng dạy và học tiếng Anh. Nghiên cứu này được thực hiện nhằm khám phá những thách thức của giáo viên trong việc giảng dạy văn hóa. Dữ liệu được thu thập bằng cách gửi bảng câu hỏi cho 84 giáo viên và phỏng vấn 10 giáo viên. Độ tuổi của hầu hết những người tham gia phân bố từ 20-40 tuổi và số năm kinh nghiệm trung bình là khoảng 10 năm. Kết quả cho thấy hầu hết giáo viên đều gặp khó khăn trong việc sử dụng nội dung văn hóa như hạn chế về thời gian, thiếu kiến thức văn hóa và phương pháp sư phạm dạy văn hóa. Nội dung sách giáo khoa và thái độ học văn hóa của học sinh cũng là những khó khăn đối với giá","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"411 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116695844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE USE OF METACOGNITIVE LISTENING STRATEGIES BY ENGLISH LANGUAGE LEARNERS","authors":"Nina Daskalovska, Adrijana Hadzi-Nikolova, Natka Jankova Alogjozovska","doi":"10.46827/ejel.v8i1.4648","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4648","url":null,"abstract":"The aim of this study is to determine the use of metacognitive listening strategies by EFL (English as a foreign language) learners in the Republic of North Macedonia. The participants in the study were two groups of EFL learners at two stages of language development: intermediate and advanced, in order to determine if the use of listening strategies changes with the development of language proficiency. The instrument used in the study is the MALQ questionnaire that investigates five groups of strategies: problem-solving, planning and evaluation, mental translation, person knowledge and directed attention. The results of the study showed that the students reported having a moderate amount of metacognition with an overall mean of 4.18 for high school students and 4.26 for university students. The Directed Attention, Person knowledge and Problem-solving strategies had higher scores and indicated a high level of awareness of these strategies for both groups, while Mental translation and Planning and evaluation showed an average level of awareness. The results provide valuable information to language teachers about the types of metacognitive listening strategies used by language learners so that they can make the necessary adjustments in their teaching methodology and strategy training of their students.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127493428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"JOYFUL APPROACHES FOR SPEAKING COURSES","authors":"Ozlem Yagcioglu","doi":"10.46827/ejel.v7i5.4638","DOIUrl":"https://doi.org/10.46827/ejel.v7i5.4638","url":null,"abstract":"Speaking courses in English language education are important to develop many skills. They are enjoyable courses in which students can practice the words, phrases, idioms, or proverbs they learn. Teachers or lecturers are lucky if their students would like to attend the classroom activities, they prepare for their class hours. When students attend classroom activities full-heartedly new words, phrases or proverbs can be learnt joyfully. In speaking courses, phonetic letters, pronunciation of the words, definitions of the words in British English and in many American English are told. During the courses, students also develop their communication and thinking skills. This study deals with the speaking courses in the classes where English is taught as a second or as a foreign language. Sample classroom activities will be shared. Useful books to create joyful class hours will be suggested.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124699080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COMMON DIFFICULTIES IN SPEAKING OF ENGLISH-MAJORED FRESHMEN AT TAY DO UNIVERSITY, VIETNAM","authors":"Phan Thi Ngoc Uyen, Phan Thi Thanh Dieu","doi":"10.46827/ejel.v8i1.4626","DOIUrl":"https://doi.org/10.46827/ejel.v8i1.4626","url":null,"abstract":"It is said that English speaking plays a crucial role in this modern society. Nowadays, more and more non-native English people have studied English speaking for a better future in working. However, this skill is a big challenge for those who want to master it, particularly for English-majored students. For this reason, the research is conducted to figure out some difficulties that first-year students have faced in English speaking. Accordingly, the participants of this research are English-majored freshmen coming from course 15 at Tay Do University. The questionnaire and the interview are the two main research instruments that are used to collect information. The findings could point out some difficulties in speaking experienced by English-majored freshmen at Tay Do University.<p> </p><p><strong> Article visualizations:</strong></p><p><img src=\"/-counters-/edu_01/0202/a.php\" alt=\"Hit counter\" /></p>","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127632965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EMBODIED COGNITION AND FOREIGN LANGUAGE LEARNING IN OUR CLASSES","authors":"Ozlem Yagcioglu","doi":"10.46827/ejel.v7i6.4622","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4622","url":null,"abstract":"Learning and teaching second language skills requires many different techniques and approaches. In the modern world, students have many opportunities to learn many different languages with the help of technology and with the help of many different modern and traditional approaches. Embodied cognition approach plays a great role in second language acquisition. When foreign language teachers or professors develop embodied cognition in their classes students can learn many different languages easily. This study deals with embodied cognition in foreign language learning classes. The definitions of embodied cognition and the embodied approach in foreign language education will be given. General characteristics of embodied cognition will be told. Different views of embodied cognition will be shared. Sample classroom activities will also be shared.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128733996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE EFFECTS OF TEXT-BASED INCIDENTAL VOCABULARY LEARNING ON EFL HIGH SCHOOL STUDENTS’ READING COMPREHENSION","authors":"T. Nguyen","doi":"10.46827/ejel.v7i6.4607","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4607","url":null,"abstract":"This paper reports a study that examines the effects of text-based incidental vocabulary learning on EFL high school students’ reading comprehension and explores their attitudes toward text-based incidental vocabulary learning. It was a quasi-experimental study with 70 students from a high school in Kien Giang province. These students were divided into two groups: the control group and the experimental group. The quantitative data from reading tests (for pre-test and post-test) were used to examine students’ reading comprehension over eight weeks. Questionnaires and the qualitative analysis from semi-structured interviews focus on their attitudes towards text-based vocabulary learning in reading comprehension. The findings indicate that text-based incidental vocabulary learning influenced positively students’ reading comprehension after the treatment and that students yielded positive attitudes towards text-based incidental vocabulary learning in their reading lessons.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"691 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121133853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ONLINE LEARNING AND ITS POTENTIAL IN DEVELOPING EFL LEARNER AUTONOMY: ENGLISH-MAJORED STUDENTS' PERCEPTIONS","authors":"Nguyen Thi Trang Nhung, P. H. Yen","doi":"10.46827/ejel.v7i6.4610","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4610","url":null,"abstract":"Learner autonomy is now regarded as a desirable goal in tertiary education as it is found to comply with learner-centered approaches and enable students to pursue life-long learning (Sinclair, 2000a; Ciekanski, 2007). In the time of COVID-19 pandemic, the essential to conduct in-depth investigations into leaner autotomy and online learning has become more urgent, especially in the context of a university in Vietnam. This quantitative research responded to such a pressing call by exploring two aspects: (1) the students’ perception of online learning, and (3) the potentiality of online learning for developing learner autonomy. Quantitative data were collected through questionnaires administered to 199 English-majored students in the context of a university in Mekong Delta. The results revealed that the students possessed positive perceptions toward online learning. Furthermore, the potentiality of online learning was explored including the ability of (1) planning learning experience, (2) evaluating learning performance, (3) determining learning goals, (4) self-controlling learning process, (5) taking responsibility for learning decision. Last but not least, this study expected that the proposed pedagogical implications will contribute to the innovation of promoting learner autonomy in online learning in the context of a university in the Mekong Delta of Vietnam.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129149987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EFL LEARNERS’ PERCEPTION ABOUT PREFIXES AND SUFFIXES IN ENGLISH MORPHOLOGY","authors":"Le Thi Thanh Hien, Cao Thi Thanh Nhan","doi":"10.46827/ejel.v7i6.4605","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4605","url":null,"abstract":"Affix knowledge is crucial for enhancing word knowledge in English morphology. Understanding the meaning of affixes not only helps develop knowledge of words but also helps master grammar. This study uses a questionnaire to assess the knowledge of prefixes and affixes and determine students' awareness of affixes. The 21 students participating in the study were all students of the 45th course, majoring in high-quality English. A survey about affix identification was given to participants, to determine their definitions and perceptions of prefixes and suffixes in English morphology. The results show that students can identify a common affix but have difficulty with strange affixes. However, to understand affixes well and be good at morphological awareness, students need to cultivate and understand the theoretical aspects of this knowledge. Another inference of these findings is favorable in the discussion part.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125229444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE ABC’s OF STUDENT DISPOSITIONS TOWARDS WRITTEN FEEDBACK IN ESL CLASSROOMS IN ACCRA METROPOLIS, GHANA","authors":"Emmanuel Lauren Oblie","doi":"10.46827/ejel.v7i6.4593","DOIUrl":"https://doi.org/10.46827/ejel.v7i6.4593","url":null,"abstract":"Educators and researchers interested in the development of second language learners’ writing skills place premium on how feedback is provided and the crucial role student attitudes play in determining the efficacy of feedback in the execution of L2 writing instruction. In line with this standpoint, the current study investigates the affective, behavioral, and cognitive dimensions of student dispositions towards written feedback in English composition classrooms in senior high schools in the Accra Metropolis in Ghana. The study was based on Eagly and Chaiken’s (1998) ABC model of attitude. Following a sequential explanatory design, 12 students each from the 5 major programs in each school were sampled from 2 each of Categories A, B, and C schools to respond to questionnaires. Afterward, 36 of these students were purposively sampled to take part in interviews. Statistical Package for the Social Sciences was used to analyze the quantitative data generating means and standard deviations. Also, the interview data were thematically analyzed. The findings show that students generally have positive cognitive, affective, and behavioral attitudes towards teacher direct and unfocused feedback but have negative attitudes towards peer feedback and teacher indirect and focused feedback. From these findings, it is suggested that English language teachers in Ghanaian ESL classrooms should carefully consider the attitudes of their students in determining the use of written feedback in order to optimize the impact of the feedback on the development of the writing proficiencies of the students.  Article visualizations:","PeriodicalId":226132,"journal":{"name":"European Journal of English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129975578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}